INLS 210-89

Day 7

3/6/00

1.One minutes

Big Point

DL toolkit—much more beyond content

Relation Browser tool ideas

Questions

Other ways to provide info characteristics (e.g., type/quality beyond relevance)? [RB tool]

What is preventing advanced browsing interfaces from widespread use?

How might RB be applied to other venues and large collections?

Are there autosummaries for figures/tables, etc.?

How are collection development decisions made? Will highly specialized collections be lost?

2. Education & Learning

PP slides on G:

Some examples:

K-12 funded project: Baltimore Learning Community

www.learn.umd.edu

Discipline specific

Perseus

http://www.perseus.tufts.edu/

Primary data for the humanities (see also www.stoa.org)

Microbiology

www.asmusa.org/edusrc/library

National quest: SMETE and NSDL

www.nsf.gov/pubs/2000/nsf0044/nsf0044.htm

Infrastructure (Internet2)

http://www.internet2.org/

Interoperation/Metadata, organization, infrastructure

http://www.imsproject.org/

NGOs

MCIWorldCom Marcopolo

www.wcom.com/marcopolo

bioquest.org.

Resources

National Library of Education

http://www.ed.gov/NLE/

Other resources

http://www.askeric.org/

http://www.ala.org/ICONN/index.html

(many government agencies have learning pages

http://memory.loc.gov/ammem/ndlpedu/index.html

http://www.nasa.gov/kids.html

Some publications and rationales for DLs in education

EduPort

http://www.dlib.org/dlib/september96/eduport/09masullo.html

DLs can be used:

"1.as a resource for teaching (curriculum development),

2.as an environment for learning (student experience), and

3.as authoring space (again, in support of student experience)."

DLs as primary sources for learning and investigation:

http://www.dlib.org/dlib/september96/nwu/09edelson.html

Remote sensing data access:

1."students could investigate authentic scientific questions using real, complex data;

2.students would have the opportunity to study their world in order to explore policy options;

3.the activities that these resources support could help students to develop a view of science as inquiry unlike more conventional classroom

activities; and

4.resources such as this can provide students with a common ground that links them to the community of practicing scientists."

http://www.dlib.org/dlib/september96/kie/09hoadley.html

Knowledge integration environment--learning changes in DLs, beyond access to the evaluation and authoring.

4. One-minute paper

What was the main point you learned in class today?

What is the main, unanswered question you leave class with today?